The author identifies three sets of variables that influenced the development of CPSS: initial conditions, external factors, and strategy. The three main approaches to curriculum planning and education are content-based, goals-based, and process-based. The goals of police education are discussed at five levels: societal, organizational, job, individual, and educational. The author notes that some curriculum research results showed discrepancies between democratic values and what was being taught in the curriculum. Two of the main future possibilities in CPSS development are also discussed. One is the continuation of the old policy of slow, incremental steps in police training reform. Another, less practical approach, is the selection of one of the theoretically proposed approaches to curriculum planning and evaluation. This would involve assigning the responsibility for curriculum planning and evaluation to a relatively autonomous organizational unit. This paper further presents some of the recommendations of the Sherman Report, which examined the why, what, and how of police education. The author advises that education alone cannot change the police; new organizational designs, better management, and appropriate control over police work are also required. Further, the author notes that CPSS can become an initiator and catalyst of change if it decides to support the process of the professionalization of police work at the individual, organizational, and societal levels with relevant (fundamental and applied) research and education.